Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Learning in global settings: Developing transitions for meaning-making
Malmö högskola.
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Hållbar utveckling & naturvetenskapens didaktik.
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv.
2012 (Engelska)Ingår i: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999, Vol. 7, nr 4, s. 514-529Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practising transition skills. The article suggests a number of features perceived as crucial in developing young people's capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first presents some of the conditions in Sweden that particularly impact on young people's transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting at both local and global levels. Education here plays an important role in developing the necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world.

Ort, förlag, år, upplaga, sidor
2012. Vol. 7, nr 4, s. 514-529
Nyckelord [en]
Learning, meaning making, transitions, global, ESD
Nationell ämneskategori
Samhällsvetenskap
Identifikatorer
URN: urn:nbn:se:hj:diva-19885DOI: 10.2304/rcie.2012.7.4.514OAI: oai:DiVA.org:hj-19885DiVA, id: diva2:572273
Tillgänglig från: 2012-11-27 Skapad: 2012-11-27 Senast uppdaterad: 2017-12-07Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltext

Personposter BETA

Avery, HelenAnderberg, Elsie

Sök vidare i DiVA

Av författaren/redaktören
Avery, HelenAnderberg, Elsie
Av organisationen
Hållbar utveckling & naturvetenskapens didaktikLäs & skriv
I samma tidskrift
Research in Comparative and International Education
Samhällsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 352 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf